October 6, 2013 tiki barber
We had our first math test on Friday. It covered many of the things we've worked on over the beginning of this school year. Before we took the test I told the class that no one is allowed to fail math in my class. They're not even allowed to end the marking period with a D or a C-. I explained to them that anyone who scores lower than a 75% on the test will participate in a series of review lessons with me and then retake the test when I feel they're ready. That's what we'll begin on Monday. During quiet work times I'll be calling small groups of students to do review lessons. When the reviews are finished the students will retake the test. Not everyone who missed the cutoff will be part of each review lesson. The will only have to be part of the ones that are reviewing problems that they missed on the test. On Friday's test there were 20 points. Anyone who scored lower than 15 out of 20 will be part of the review group.
When your students come home on Monday don't expect to see their tests in their home folder. I'll pass the tests out to the class, give them a chance to take a look at it and to ask questions about it, then I'll collect the tests and hold on to them until conference time.
Sept 16, 2013
Something very interesting happened today. Whether it was a good interesting, or a bad interesting, I'll let you decide. I didn't have duty today during lunchtime, so I magically appeared in the cafeteria when it was time to pick up the students. Before I even made the turn into the cafeteria I could hear the noise coming from the gym. I stepped in to find a group of 5 girls standing at the end of the table intently (and loudly) discussing something. I moved into their group and asked them to clean up their table and settle in for dismissal. I moved to the next table and put my hand on one of the boy's shoulders there and reminded him that he wasn't at recess and needed to bring his voice down. I slipped on to the next table and ended something there with a simple but firm, "STOP."
Just a few moments after that I was leading my class down the hall back to the room. As I often am, I was at the back of the line. I walked through the door into the room to see a student bouncing on a table on both feet as well as both hands. I heard loud voices that sounded like they were still out at recess. I immediately sent all of the students back to their seats and asked them to put their heads down and be silent.
A very one sided discussion ensued where I reminded students that lunchtime is NOT an extension of recess. OK, maybe I said a little more than that. And maybe a few more exclamation points should be used in that first sentence, but that was the gist of my message.
I then asked the students to silently brainstorm what needed to happen so that the expectations in the lunchroom could be met on a daily basis no matter who was in the lunchroom with them. What could they do? What could their classmates do? What did the teachers need to do? They then shared their ideas in small groups. Finally I took the groups' ideas and entered them into a document as they presented them to the class. It was a very good list of things that would help the lunchroom be a more settled place for everyone to eat. I printed this document and gave each team a copy of the class's ideas. The cut the ideas apart and worked in their groups to divide the ideas into two groups: punishments and solutions. When this was finished I reorganized them on the board according to their ideas. The ideas they had that ended up in the "punishment" category I immediately deleted. We were left with just a list of "solutions". Some things on the solutions on the list were: make posters to put up in the cafeteria to remind people to quiet down, have messages on the morning news to remind people about expectations, and to remember to remind the people on your right and left to quiet down. Over the next couple of weeks we will take these ideas, as well as others, and work towards making the lunchroom a more enjoyable place for everyone (including the teachers!)
Out of a very negative experience we're taking something that has a direct impact on the culture of our school and formulating our first Problem Based Learning experience. It's not something I planned out weeks ahead of time, but I'm hoping it becomes something that ends up being very meaningful to the students and something that they can get very actively involved in.
Stay tuned and wish us luck!
Ben
Sept 8, 2013
Homework. To some parents it is expected and looked for each day. For other parents it just gets in the way of family and play time after a long day at school. For many years I struggled with how much homework was appropriate and sometimes gave assignments to students for homework just because it was expected they would have some each night. (I don't do that anymore, just in case you were wondering.) I've developed my current philosophy about homework over the course of many years. During the beginning of the school year the students have usually had two items on their homework paper. They have been expected to read 20 minutes a night, and I've been asking them to practice their basic multiplication facts.
The reading 20 minutes a night will be part of their homework every single night of the year. I think of it as part of a child's daily routine and don't normally count it when I'm considering the amount of homework I'm giving. While the reading time at home should normally be a book that has been self-selected by a student, there are times when students need some guidance in selecting appropriate reading material. Independent reading should be done at a reading level that is comfortable, not challenging, for a student. If you read with your child and they struggle with or mispronounce or don't know 5 words on a page, then that book is most likely too difficult to be used for their independent reading. If it's a book the child really wants to read this can be solved by reading it together. 4th grade students, for the most part, still like to be read to.
In 3rd grade it was an expectation that the students would master their basic multiplication facts. I've put practice basic facts on their homework paper because I want the students to review and practice these facts. They learned them last year and I want them to take some time to refresh those skills. In a couple weeks we'll take a basic facts test. At that time I'll decide how much class time we need to devote to reteaching these facts in class. By the end of 4th grade it is expected that students will have instant recall of their facts.
Once we really get into the flow of the school year you will see homework coming home most nights. It will generally be work that is reinforcing what we've been learning in class. It will usually also be something that they've had time in class to start. I like to see how students are doing on an assignment before they take it home. I don't want them to take something home that they don't understand how to do.
While I will try very hard not to overwhelm students with homework, when homework is assigned then I expect that the students will make every effort to complete the work. There will be consequences in class if it is not completed by the date it is due. "I had a soccer game last night" or "I had to go to a babysitter's" or "My mom made me go to bed early" are not going to get the child an extension on the due date for the work. There are two things that will. If they are sick or have a family member in the hospital I'll be understanding and try to give them some class time to get the work finished. Also, if they come to me in the morning and say, "Mr. Trumbull, I tried to do this last night and I didn't get it. Can you help me?" I'll be sure to make time to work with them on the assignment.
If your child has more than 40 minutes of homework I'd like you to ask them 2 questions. Ask them: 1. Did you use your class time well when Mr. Trumbull gave you time to work on this? And then, 2. Did you ask Mr. Trumbull to go over it with you?
Finally, here is an article that I think reflects how I feel about homework. It's put out by NAESP, the National Assn of Elementary School Principals. You might find it interesting.
That was pretty long winded. If you made it to the end of the posting I commend you. I wish I could reward you with a free homework pass.
Enjoy,
Ben
Sept 4, 2013
This year is off to a great start. We're moving slowly as we delve into our learning. We're starting slow now so we can go faster later. The focus for these first few weeks is learning expectations for the classroom and how to work together in a positive, productive way. I believe in the teachings of Responsive Classrooms and Love and Logic and endeavor to blend these two philosophies of classroom management into something that works for both me and the students. If your children have told you about our morning meetings, that comes directly from Responsive Classrooms. If your child has heard the words, "I'll come back when you're ready to talk to me calmly." That is from Love and Logic. Both of them talk about "natural consequences." Together I think the philosophies help to create a cooperative and respectful climate in the classroom.
An emphasis on my part as we begin the year is following directions. There is a lot of waiting early on as I give everyone in the class time to follow directions that I give. I have been making some people wait as others need directions repeated multiple times. The students have to learn to be ready to hear the directions so they can be ready to follow them. My repetition of directions will not last forever and many students need to adapt quickly to the expectations of quality listening.
Much of the class has already memorized the Preamble to the Constitution. Ask your child to sing it for you. You may be surprised. :)
Life of Ben - Tales From a Classroom
October 6, 2013 tiki barber
We had our first math test on Friday. It covered many of the things we've worked on over the beginning of this school year. Before we took the test I told the class that no one is allowed to fail math in my class. They're not even allowed to end the marking period with a D or a C-. I explained to them that anyone who scores lower than a 75% on the test will participate in a series of review lessons with me and then retake the test when I feel they're ready. That's what we'll begin on Monday. During quiet work times I'll be calling small groups of students to do review lessons. When the reviews are finished the students will retake the test. Not everyone who missed the cutoff will be part of each review lesson. The will only have to be part of the ones that are reviewing problems that they missed on the test. On Friday's test there were 20 points. Anyone who scored lower than 15 out of 20 will be part of the review group.
When your students come home on Monday don't expect to see their tests in their home folder. I'll pass the tests out to the class, give them a chance to take a look at it and to ask questions about it, then I'll collect the tests and hold on to them until conference time.
Sept 16, 2013
Something very interesting happened today. Whether it was a good interesting, or a bad interesting, I'll let you decide. I didn't have duty today during lunchtime, so I magically appeared in the cafeteria when it was time to pick up the students. Before I even made the turn into the cafeteria I could hear the noise coming from the gym. I stepped in to find a group of 5 girls standing at the end of the table intently (and loudly) discussing something. I moved into their group and asked them to clean up their table and settle in for dismissal. I moved to the next table and put my hand on one of the boy's shoulders there and reminded him that he wasn't at recess and needed to bring his voice down. I slipped on to the next table and ended something there with a simple but firm, "STOP."
Just a few moments after that I was leading my class down the hall back to the room. As I often am, I was at the back of the line. I walked through the door into the room to see a student bouncing on a table on both feet as well as both hands. I heard loud voices that sounded like they were still out at recess. I immediately sent all of the students back to their seats and asked them to put their heads down and be silent.
A very one sided discussion ensued where I reminded students that lunchtime is NOT an extension of recess. OK, maybe I said a little more than that. And maybe a few more exclamation points should be used in that first sentence, but that was the gist of my message.
I then asked the students to silently brainstorm what needed to happen so that the expectations in the lunchroom could be met on a daily basis no matter who was in the lunchroom with them. What could they do? What could their classmates do? What did the teachers need to do? They then shared their ideas in small groups. Finally I took the groups' ideas and entered them into a document as they presented them to the class. It was a very good list of things that would help the lunchroom be a more settled place for everyone to eat. I printed this document and gave each team a copy of the class's ideas. The cut the ideas apart and worked in their groups to divide the ideas into two groups: punishments and solutions. When this was finished I reorganized them on the board according to their ideas. The ideas they had that ended up in the "punishment" category I immediately deleted. We were left with just a list of "solutions". Some things on the solutions on the list were: make posters to put up in the cafeteria to remind people to quiet down, have messages on the morning news to remind people about expectations, and to remember to remind the people on your right and left to quiet down. Over the next couple of weeks we will take these ideas, as well as others, and work towards making the lunchroom a more enjoyable place for everyone (including the teachers!)
Out of a very negative experience we're taking something that has a direct impact on the culture of our school and formulating our first Problem Based Learning experience. It's not something I planned out weeks ahead of time, but I'm hoping it becomes something that ends up being very meaningful to the students and something that they can get very actively involved in.
Stay tuned and wish us luck!
Ben
Sept 8, 2013
Homework. To some parents it is expected and looked for each day. For other parents it just gets in the way of family and play time after a long day at school. For many years I struggled with how much homework was appropriate and sometimes gave assignments to students for homework just because it was expected they would have some each night. (I don't do that anymore, just in case you were wondering.) I've developed my current philosophy about homework over the course of many years. During the beginning of the school year the students have usually had two items on their homework paper. They have been expected to read 20 minutes a night, and I've been asking them to practice their basic multiplication facts.
The reading 20 minutes a night will be part of their homework every single night of the year. I think of it as part of a child's daily routine and don't normally count it when I'm considering the amount of homework I'm giving. While the reading time at home should normally be a book that has been self-selected by a student, there are times when students need some guidance in selecting appropriate reading material. Independent reading should be done at a reading level that is comfortable, not challenging, for a student. If you read with your child and they struggle with or mispronounce or don't know 5 words on a page, then that book is most likely too difficult to be used for their independent reading. If it's a book the child really wants to read this can be solved by reading it together. 4th grade students, for the most part, still like to be read to.
In 3rd grade it was an expectation that the students would master their basic multiplication facts. I've put practice basic facts on their homework paper because I want the students to review and practice these facts. They learned them last year and I want them to take some time to refresh those skills. In a couple weeks we'll take a basic facts test. At that time I'll decide how much class time we need to devote to reteaching these facts in class. By the end of 4th grade it is expected that students will have instant recall of their facts.
Once we really get into the flow of the school year you will see homework coming home most nights. It will generally be work that is reinforcing what we've been learning in class. It will usually also be something that they've had time in class to start. I like to see how students are doing on an assignment before they take it home. I don't want them to take something home that they don't understand how to do.
While I will try very hard not to overwhelm students with homework, when homework is assigned then I expect that the students will make every effort to complete the work. There will be consequences in class if it is not completed by the date it is due. "I had a soccer game last night" or "I had to go to a babysitter's" or "My mom made me go to bed early" are not going to get the child an extension on the due date for the work. There are two things that will. If they are sick or have a family member in the hospital I'll be understanding and try to give them some class time to get the work finished. Also, if they come to me in the morning and say, "Mr. Trumbull, I tried to do this last night and I didn't get it. Can you help me?" I'll be sure to make time to work with them on the assignment.
If your child has more than 40 minutes of homework I'd like you to ask them 2 questions. Ask them: 1. Did you use your class time well when Mr. Trumbull gave you time to work on this? And then, 2. Did you ask Mr. Trumbull to go over it with you?
Finally, here is an article that I think reflects how I feel about homework. It's put out by NAESP, the National Assn of Elementary School Principals. You might find it interesting.
http://www.nea.org/tools/16938.htm
That was pretty long winded. If you made it to the end of the posting I commend you. I wish I could reward you with a free homework pass.
Enjoy,
Ben
Sept 4, 2013
This year is off to a great start. We're moving slowly as we delve into our learning. We're starting slow now so we can go faster later. The focus for these first few weeks is learning expectations for the classroom and how to work together in a positive, productive way. I believe in the teachings of Responsive Classrooms and Love and Logic and endeavor to blend these two philosophies of classroom management into something that works for both me and the students. If your children have told you about our morning meetings, that comes directly from Responsive Classrooms. If your child has heard the words, "I'll come back when you're ready to talk to me calmly." That is from Love and Logic. Both of them talk about "natural consequences." Together I think the philosophies help to create a cooperative and respectful climate in the classroom.
An emphasis on my part as we begin the year is following directions. There is a lot of waiting early on as I give everyone in the class time to follow directions that I give. I have been making some people wait as others need directions repeated multiple times. The students have to learn to be ready to hear the directions so they can be ready to follow them. My repetition of directions will not last forever and many students need to adapt quickly to the expectations of quality listening.
Much of the class has already memorized the Preamble to the Constitution. Ask your child to sing it for you. You may be surprised. :)